Contends that improved visual screening techniques can identify gross visual problems, but reading professionals should be aware of their limitations. (FL)

A secondary analysis was conducted to test the validity of five behaviors from five classroom observation systems: approves/praises; asks questions; criticizes/disapproves; gives directions; and presents facts or judgments. Scores for each were intercorrelated and arranged in a multitrait-multimethod matrix. Evidence was found of construct…

Effects of systematic desensitization and anxiety management training in reducing test anxiety and generalizing to other anxieties were compared. Both desensitization and anxiety management training produced significant reduction of text anxiety, but by follow-up, anxiety management training produced significantly more test-anxiety reduction on…

Reliability coefficients of linear combinations of observed scores have anomalous properties which have led to difficulties in the investigation of difference scores and gain scores in test theory. Discrepancies between classical results and correct results obtained from more general formulas, which allow for correlated errors, are examined…

This paper reviews the literature of the use of frequency expressions as questionnaire anchor points. Utilizing data obtained through ratio estimation, an approximately equal interval measurement scale is developed for a five-point response category set. (Author/GK)

The paper reviews contributions of J. Piaget and others to the understanding of perception's importance in the cognitive development of mentally retarded children. The effects of poor discrimination learning on IQ scores are noted. (CL)

Describes second language testing methods including discrete-point tests, integrative tests, criterion-referenced testing, FSI test of oral proficiency, tests of functional ability. No way has yet been found to reliably measure communicative competence in second languages. (BK)

Reliabilities for immediate recall of females, aged 71-93 years, on subtests were adequate; those for delayed recall were less adequate; and those for percentage-retained scores were unacceptable. Recommended the development of an alternative form of Russell's revised Wechsler Memory Scale. (Author/BEF)

Reports that tenth-grade students far exceeded chance mean scores on the Stanford Test of Academic Skills when given passage-out components (the publisher's questions without the accompanying reading passages); concludes that the results lend support to concerns regarding the valid measurement of reading comprehension. (GT)

Describes undergraduate teaching assistant (TA) system designed to maintain high standards of grading by TAs and to assure students and colleagues that TA grading is consistent and fair. A description of TA training and monitoring and data on TA performance are presented. (Author/KC)

Support claims that the "Defining Issues Test" of cognitive-moral development cannot be faked higher. Finds that instruction about cognitive-moral development affected the scores of the teacher trainees who were tested. (RL)

A model is presented that counselors in small groups may use to improve students' test-taking skills and motivation and to enhance students' self-knowledge and decision-making ability through better test interpretation. (Author)

Describes the movement to make new assessments powerful levers for school improvement, restructuring, and accountability. Suggests the dangers posed by accountability-inspired external assessments. The primary condition for effective assessment is that teachers, principals, and the community be at the center of the assessment enterprise. Profiles…

Four issues associated with calculator-available assessments are discussed: (1) benefits and problems of calculator use; (2) components of various types of calculator-available assessments; (3) construction of calculator-available assessments; and (4) the need for additional examination of items included on calculator-available assessments. (SLD)

Used computer simulation to examine the reliability of interpretations for Kaufman's "intelligent testing" approach to the Wechsler Intelligence Scale for Children (3rd ed.) (WISC-III). Findings indicate that factor index-score differences and other measures could not be interpreted with confidence. Argues that limitations of IQ testing…